Abstract

Open peer commentary on the article “Constructivist Model Building: Empirical Examples From Mathematics Education” by Catherine Ulrich, Erik S. Tillema, Amy J. Hackenberg & Anderson Norton. Upshot: I concur with Ulrich et al. that second-order models can be powerful tools for investigating students’ mathematical learning. I argue for a role that a dynamic, learner-centered perspective on context could play in constructivist model building.

Citation

Johnson H. L. (2014) A role of context in constructivist model building: What problem is the learner solving? Constructivist Foundations 9(3): 339–341. http://constructivist.info/9/3/339